Student Perceptions of Digitally Uplifted Learning Across Cohorts in Two Dental Programs: A Mixed Methods Study

INTRODUCTION: This study assessed the efficacy of online and blended education for dental students at the University of Queensland (UQ) by exploring student experiences, perceptions, and satisfaction. MATERIALS AND METHODS: This mixed-methods study surveyed 304 dental students across all year levels using a Likert scale questionnaire focusing on five areas of investigation. Five focus groups (FGs) with 27 students provided qualitative data on the same areas. Quantitative data involved descriptive analyses along with chi-squared test and ordinal logistic regression. Qualitative data underwent thematic analysis using nVivo software. RESULTS: Chi-squared tests from the 289 complete responses revealed a strong association between year levels and online learning effectiveness, engagement, and preferences. Ordinal logistic regression (OLR) showed male students were significantly more likely to be satisfied with technology integration (p = 0.009, OR = 2.255) and preferred online/blended formats (p = 0.010, OR = 2.098) compared to females. Year 2 BDSc students were least satisfied with technology integration (p < 0.001), while Year 3 BDSc students showed the highest preference for online/blended education (p = 0.029). Qualitative findings indicated a perceived gap in learning with students feeling online learning inadequately prepared them for hands-on practice. Technical problems, content delivery, reduced engagement coupled with a lack of feedback were of concern to students. However, digital learning offered flexibility and good background support. CONCLUSIONS: The study suggests that while digital learning is appropriate as a complement to traditional F2F dental education, variations by year level and gender were noted. While online learning provides flexibility and theoretical grounding, it is insufficient in preparing students clinically.